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862 Unit 10 Progress Check 10
Input children’s data from Progress Check 10 into the Assessment Management System.
Materials � Home Link 10�10
� Assessment Handbook, pp. 126–133, 192–196, 211, and 264–267
� ruler; slate; blue and green crayons; calculator; blank paper; counters
Solve problems involving fractional parts of collections. [Number and Numeration Goal 2]
10�2, 10�4, 10�6,
10�8–10�10
5 3, 4 14
Demonstrate automaticity with multiplication facts through 10 × 10. [Operations and Computation Goal 3]
10�1–10�10 1
Use arrays, mental arithmetic, and paper-and-pencil algorithms to solve problems involving the multiplication of 2- and 3-digit numbers by a 1-digit number; describe the strategies used. [Operations and Computation Goal 4]
10�1–10�5, 10�7–10�10
6 2 6, 7 16, 17�
Use data to create a line plot. Complete a table with given data. [Data and Chance Goal 1]
10�1–10�5, 10�7–10�10
2, 3 9, 10
Find the median, mode, and mean for a set of data. Answer simple questions and draw conclusions based on data landmarks. [Data and Chance Goal 2]
10�1, 10�3, 10�6, 10�7, 10�9, 10�10
4 11, 12 15�
Measure length to the nearest 1
_ 2 inch and
1
_ 2 centimeter.
[Measurement and Reference Frames Goal 1]
10�1, 10�3, 10�5, 10�8
1 1, 3–5, 8
Use strategies to measure the perimeter of a shape. [Measurement and Reference Frames Goal 2]
10�6, 10�8, 10�9
2
Describe relationships among units of length. [Measurement and Reference Frames Goal 3]
10�1–10�5 13
ASSESSMENT ITEMSSELF ORAL/SLA OPEN
RESPONSETE WRITTEN
CONTENT ASSESSED LESSON(S)
PART BPART A
Math Boxes 10�11
Home Link 10�11: Unit 11 Family Letter
Materials � Math Journal 2, p. 266
� Math Masters, pp. 356–359
Looking Back: Cumulative AssessmentL
Looking Ahead: Preparing for Unit 11L
Objective To assess children’s progress on mathematical
content through the end of Unit 10.
Oc
Progress Check 10�
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Lesson 10�11 863
Getting Started
Math Message • Self AssessmentComplete the Self Assessment (Assessment Handbook, p. 192).
Home Link 10�10 Follow-UpBriefly review answers. Have children explain how they located the points on the map.
Name Date Time
Check one box for each skill.
LESSON
10 �11 Self Assessment Progress Check 10
1. Measure to the
nearest 1
_ 2 inch
and 1
_ 2 centimeter.
2. Make a frequency
table to show data.
3. Make a line plot to
show data.
4. Find the median,
mode, and mean for a
set of data.
5. Find fractional parts of
collections.
6. Multiply 3-digit
numbers by 1-digit
numbers.
Skills I can do this on I can do I can do this if I my own and can this on get help or look explain how to do it. my own. at an example.
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Assessment Handbook, p. 192
Assessment Master
1. Measure and label the sides 2. The perimeter of
of the polygon in centimeters. the polygon is cm.
3. Make a dot at 2 inches. Label it with the letter A.
4. Make a dot at 4 1
_ 2 inches. Label it with the letter B.
5. Make a dot at 5 1
_ 2 inches. Label it with the letter C.
Solve. Show your work.
6. 286 7. 305
× 4 × 6
Name Date Time
LESSON
10�11 Written Assessment Progress
Check 10
Part A
0 1 2 3 4 5 6inches
16
A B C
1,144 1,830
3 cm
2 cm
1 cm1 cm 2 cm1 cm
2 cm1 cm2 cm1 cm
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Assessment Handbook, p. 193
Assessment Master
1 Looking Back: Cumulative Assessment
� Math Message Follow-Up INDEPENDENTACTIVITY
(Self Assessment, Assessment Handbook, p. 192)
The Self Assessment offers children an opportunity to reflect upon their progress.
� Oral and Slate Assessments WHOLE-CLASS ACTIVITY
Problems 1, 2, and 3 provide summative information and can be used for grading purposes. Problem 4 provides formative information that can be useful in planning future instruction.
Oral Assessment 1. Pose multiplication facts. Suggestions:
2 × 7 14 6 × 3 18 9 × 8 72
5 × 9 45 7 × 7 49 10 × 8 80
2. Pose fact extensions. Suggestions:
70 × 3 210 300 × 6 1,800
20 × 3 60 800 × 4 3,200
Slate Assessment 3. Pose problems involving fractional parts of a collection.
Children may use counters as needed. Suggestions:1 _ 2 of 40 20 3 _ 4 of 16 12 2 _ 3 of 15 10
1 _ 4 of 16 4 2 _ 3 of 12 8
4. Tell fraction stories. Children may use counters as needed. Suggestions:
● Marcia had 36 dimes. She lost 2 _ 9 of them. How many did she lose? 8 How much money did she have left? $2.80
● Jeremy had 28 marbles. He gave 1 _ 2 of them to Marcy and 1 _ 4 of them to Rick. How many marbles did he have left? 7
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864 Unit 10 Progress Check 10
Name Date Time
Written Assessment continued LESSON
10�11
8. Measure the line segment to the nearest 1
_ 2 inch.
about in.
9. The children in Mr. Barrie’s
class had the following scores
on a spelling test. Show these
scores in a frequency table.
Spelling Test Scores
85 95 90 100 70
95 100 75 85 85
90 75 95 100 90
85 95 85 90 100
95 75 85 95 95
10. Make a line plot to show the spelling test data from the
frequency table.
70 75 80 85 90 95 100
Nu
mb
er
of
Ch
ildre
n
Spelling Test Scores
Spelling Test Scores inMr. Barrie’s Class
Scores Frequency
Tallies Number
70 75 80
85
90 95 100 Total
11. The median test score is .
12. The mode of
the test scores is .
5
90
95
/ 1
/// 3
0
////\ / 6
//// 4
////\ // 7
//// 4 25
x xxx
xxxxxx
xxxx
xxxxxxx
xxxx
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Assessment Handbook, p. 194
Assessment Masterpy
gg
p
14. Color 1
_ 4 of the marbles blue. Color
2
_ 3 of the marbles green.
Name Date Time
Written Assessment continued LESSON
10�11
15. Look at the Litter Sizes table. Figure out
the mean (average) number of puppies.
Use your calculator to help you.
The mean number of puppies is .
Solve. Show your work.
16. 29 17. 42
× 34 × 56
Part B
Litter Sizes
Dog’s Name
Number of Puppies
Fifi 6
Spot 3
Duchess 5
Honey 5
Rover 7
Daisy 4
13. Fill in the blanks.
inches = 4 feet 1 1
_ 2 feet = inches
2 yards = feet inches = 2 yards
Write a fraction that shows
the number of marbles not colored.
2,352986
5
486 72
18
1 __ 12
BBB
GGG
GGG
GG
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Assessment Handbook, p. 195
Assessment Master
� Written Assessment INDEPENDENTACTIVITY
(Assessment Handbook, pp. 193–195)
Part A Recognizing Student AchievementProblems 1 through 14 provide summative information and may be used for grading purposes.
Problem(s) Description
1 Measure the sides of a rectangle in centimeters.
2 Calculate the perimeter of a shape.
3–5 Label points on a ruler.
6, 7 Use strategies to solve problems involving the multiplication of 3-digit numbers by 1-digit numbers.
8 Measure a line segment to the nearest 1 _ 2 inch.
9, 10 Use data to complete a frequency table and create a line plot.
11, 12 Find the median and mode of a data set.
13 Describe the relationships among units of length.
14 Solve problems involving fractional parts of a collection.
Part B Informing InstructionProblems 15 through 17 provide formative information that can be useful in planning future instruction.
Problem(s) Description
15 Find the mean of a data set.
16, 17 Use strategies to solve problems involving the multiplication of 2-digit numbers by 2-digit numbers.
Use the checklists on pages 265 and 267 of the Assessment Handbook to record results. Then input the data into the Assessment Management System to keep an ongoing record of children’s progress toward Grade-Level Goals.
▶ Open Response INDEPENDENTACTIVITY
(Assessment Handbook, p. 196)
Writing About A Top DogThe open-response item requires children to apply skills and concepts from Unit 10 to solve a multistep problem. See the Assessment Handbook, pages 130–133, for rubrics and children’s work samples for this problem.
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Lesson 10�11 865
LESSON
10�11 Open Response Progress Check 10
Name Date Time
The Daily News has an article
about “Top Dogs” in the same
space each week. Last week’s
article is at the right.
Jenny wanted to write an article
about her “Top Dog” Magic. Jenny
needed to know how many words
she should write.
She did not want to count all of
the words. She used the mean
number of words from the first
3 lines of the article to make her
estimate.
Use Jenny’s strategy to make an
estimate for the total number of
words in all 15 lines.
Show all of your work.
Describe each step.
Do you think that Jenny’s strategy is a good one? Explain.
Writing about a Top Dog
This Week’s Top Dog—Leif the LabJim was hurt badly when his car crashed 4 years ago.
He could not walk and he lost his ability to
remember many things. He would not talk to anyone,
even family and friends. He became sad and felt like
he had no future. Soon, his wife and two children were
angry with him. Then one day, he met Leif, a golden
Labrador, who changed his life. Leif became a
constant companion. He is able to help Jim with over
one hundred tasks that Jim finds difficult. Leif can get
laundry out of the washing machine, call the elevator,
pick up items in the supermarket, and even hand over
the payment at the supermarket checkout. Leif has
saved Jim’s life many times, because he always
reminds Jim to look before crossing the street. Since
Leif came along, Jim is a new man!
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Assessment Handbook, p. 196
Assessment Master
5. 10 marbles in a jar. 100 random draws. You get:
� a black marble 32 times.
� a white marble 68 times.
How many marbles of each kind do you think are in the jar?
3 black marbles
7 white marbles
3.
Which month has the highest average temperature?
July
Date Time
2. It is 7:45 A.M. Draw the hour and minute hands to show the time 15 minutes earlier. What time does the
clock show now? 7:30 A.M.
4. Design a spinner that is as likely to land on blue as on yellow.
6.
Which states have the same record high temperature?
AK and HI
1. What is the mode of the test scores for the class? %90
Math BoxesLESSON
10 �11
93
86 87
81
90
12 12
3
4567
8
9
1011
Average Monthly Temperature
in Chicago
Apr May Jun Jul Aug Sep40
50
60
70
80
Tem
pera
ture
(°F)
blue
blueyellow
yellow
AK CA FL HI TX
8090
100110120130140
Record High Temperature
for Five States
Tem
pera
ture
(°F)
Sample answer:
Test Number of Score Children
100% /// 95% ////\ 90% ////\ /// 85% ////
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Math Journal 2, p. 266
Student Page
Unit 11: Family LetterHOME LINK
10�11
Name Date Time
Probability; Year-Long Projects, RevisitedIn this year’s final unit, children will have the opportunity to bring closure to the yearlong
data-collection projects about lengths of days and temperature changes. They will look at
patterns in data and draw conclusions.
Unit 11 also contains informal spinner activities relating to chance and probability.
Some of these activities call for children to compare the likelihood of several possible outcomes of an event: why one thing is more likely to happen than another. For example, children will make predictions about where a paper clip on a spinner is more likely to land when the spinner is divided into unequal parts.
Other activities ask children to estimate the chance that something will happen. For example, children design a spinner so that a paper clip is twice as likely to land on one color as another.
Please keep this Family Letter for reference as your child works through Unit 11.
blue
greenyellow
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Math Masters, pp. 356–359
Home Link Masters
2 Looking Ahead: Preparing for Unit 11
� Math Boxes 10�11 INDEPENDENTACTIVITY
(Math Journal 2, p. 266)
Mixed Practice This Math Boxes page previews Unit 11 content.
� Home Link 10�11: INDEPENDENTACTIVITY
Unit 11 Family Letter(Math Masters, pp. 356–359)
Home Connection The Unit 11 Family Letter provides parents and guardians with information and activities related to Unit 11 topics.
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